Japanese American Internment

Transcription

1 teacher s guide primary source set Japanese American Internment Between 1942 and 1945, thousands of Japanese Americans were, regardless of U.S. citizenship, required to evacuate their homes and businesses and move to remote war relocation and internment camps run by the U.S. Government. This proved to be an extremely trying experience for many of those who lived in the camps, and to this day remains a controversial topic. Japanese-American child who will go with his parents to Owens Valley. fsa /pp/ Historical Background A Date Which Will Live in Infamy Yesterday, December 7, a date which will live in infamy - the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan, declared President Franklin D. Roosevelt in his address to a joint session of Congress. The repercussions of this event in the U.S. were immediate. In cities and towns up and down the West Coast, prominent Japanese Americans were arrested, while friends and neighbors of Japanese Americans viewed them with distrust. Within a short time, Japanese Americans were forced out of their jobs and many experienced public abuse, even attacks. relocation of any and all persons from military areas. Within months, all of California and much of Washington and Oregon had been declared military areas. The process of relocating thousands of Japanese Americans began. Relocation The relocation process was confusing, frustrating, and frightening. Japanese Americans were required to register and received identification numbers. They had to be inoculated against communicable diseases. They were given just days to divest themselves of all that they owned, including businesses and family homes. Bringing only what they could carry, they were told to report to assembly centers: large facilities like racetracks and fairgrounds. When the president issued Executive Order 9066 in February 1942, he authorized the evacuation and These centers became temporary housing for thousands of men, women and children. Stables 1 loc.gov/teachers

2 and livestock stalls often served as living and sleeping quarters. There was no privacy for individuals all their daily needs were accommodated in public facilities. Internees waited, for weeks that sometimes became months, to be moved from the assembly centers to their assigned war relocation centers. Life in the Camps Hog farm item/ / These hardships continued when internees reached their internment camp. Located in remote, desolate, inhospitable areas, the camps were prison-like, with barbed wire borders and guards in watchtowers. Many people, not always family members, shared small living spaces and, again, public areas served internees personal needs. the armed forces. The all Japanese American 442nd Regiment became the most decorated unit of its size in U.S. history. After the War First generation Japanese immigrants were hardest hit by the internment. Many lost everything - homes, businesses, farms, respect, status and sense of achievement. Their children and grandchildren also experienced disruptions to their lives, but they emerged after the war with lives that, while changed, were not destroyed. These second- and third-generation Japanese American citizens began to shoulder responsibility for leadership in the Japanese American community. Eventually, life in the camps settled into routines. Adults did what they could to make living quarters more accommodating. Schools were established for the educational needs of the young. Residents performed the jobs necessary to run the camps. Self-governing bodies emerged, as did opportunities for gainful employment and for adult teaching and learning of new skills. Evidence of normal community living appeared as newspapers, churches, gardening, musical groups, sports teams, and enclaves of writers and artists emerged. The barbed wire and watchtowers, however remained in place. Serving Their Country Despite this treatment, Japanese Americans did their best to get through the internment experience and serve their country during a time of war. More than 300,000 Japanese American men enlisted in 2 loc.gov/teachers

3 Suggestions for Teachers Select and analyze one image of life in a relocation center. What can be learned from the image? What questions does the image raise? Analyze additional images from the set to see what questions can be answered, and what new questions come up. Students might organize their thinking into categories such as living conditions, recreation, or work. If time permits, select one or two questions for further research using primary or secondary sources. Ask students to study a selection of items related to life in a relocation center and form a hypothesis about how the people shown reacted to being interned, and then list details from one or more primary sources to support the hypothesis. Alternatively, give students a hypothesis, a selection of items from the set, and ask some students to find evidence to support the hypothesis, and others to find evidence that refutes it. Compare photographs by two or more photographers. Consider purpose, style, intended audience, and the impact of each image. Watch the oral history clip from Norman Ikari. Ask students to write a brief retelling of the oral history in their own words, and then allow time for students to compare their writing with a partner s. What aspect of the oral history did each student emphasize? What is the significance of this oral history? Ask students to think about how this oral history supports, contradicts, or adds to their understanding of the period or events. How does encountering this history firsthand change its emotional impact? (For more questions and ideas, consult the Teacher s Guide: Analyzing Oral History.) This primary source set also provides an opportunity to help students Girl and volley ball item/ / understand that different times shape different cultural values and mores. The set may also provide impetus for discussions that compare and contrast the unfair treatment of other segments of the U.S. population, in America s past and today. 3 loc.gov/teachers

4 Additional Resources American Memory Timeline: Great Depression and World War II - Japanese American Internment depwwii/wwarii/japanam.html Immigration Feature Japanese Immigrants: Behind the Wire Ansel Adams s Photographs of Japanese-American Internment at Manzanar Born Free and Equal This special presentation reproduces the book Born Free and Equal, which was published in Japanese American Internment 4 loc.gov/teachers

5 Primary Sources with Citations Naval dispatch from the Commander in Chief Pacific (CINCPAC) announcing the Japanese attack on Pearl Harbor, 7 December Document. December 7, Library of Congress, Words and Deed in American History: Selected Documents Celebrating the manuscript Division s First 100 Years. John Balentine Papers. Lange, Dorothea. Oakland, Calif., Feb Photograph. February Library of Congress Prints and Photographs Division. Lange, Dorothea. Civilian exclusion order #5, posted at First and Front streets, directing removal by April 7 of persons of Japanese ancestry. Photograph. April Library of Congress Prints and Photographs Division. Lange, Dorothea, photographer. Oakland, Calif., Mar A large sign reading I am an American placed in the window of a store, at 13th and Franklin streets, on December 8, the day after Pearl Harbor. The owner, a University of California graduate, will be housed with hundreds of evacuees in War Relocation Authority centers for the duration of the war. Photograph. March Library of Congress Prints and Photographs Division. Lee, Russell. Santa Anita reception center, Los Angeles, California. The evacuation of Japanese and Japanese-Americans from West Coast areas under U.S. Army war emergency order. Photograph. April Library of Congress, America from the Great Depression to World War II: Photographs from the FSA-OWI, Lee, Russell. Los Angeles, California. Japanese-American evacuation from West Coast areas under U.S. Army war emergency order. Japanese-American child who will go with his parents to Owens Valley. Photograph. April Library of Congress, America from the Great Depression to World War II: Photographs from the FSA-OWI, Adams, Ansel, photographer. Tojo Miatake [i.e., Tōyō Miyatake] Family, Manzanar Relocation Center. Photograph Library of Congress, Ansel Adams s Photographs of Japanese- American Internment at Manzanar. 5 loc.gov/teachers

Internment of Japanese Lesson Plan Central Historical Question Why were Japanese Americans interned during World War II? Materials: Copies of Timeline Copies of Documents B-E Government newsreel: http://www.archive.org/details/japanese1943

Related Books, page 1 of 6 Featured Book Baseball Saved Us by Ken Mochizuki Told by a Japanese American boy, this story shows how baseball made life in the internment camps more bearable for many Japanese

U.S. and WWII UNIT 8 WWII- EUROPE AND AT HOME America First Movement Many Americans at first did not want to get involved in WWII. Charles Lindbergh and the America First Movement spoke out against aiding

World War II and its impact on Texas Grade 7 Social Studies Unit: 11 Lesson: 02 What was World War II? WWII was a global conflict that involved almost every nation in the world. The U.S. was thrust into

After Silence Civil Rights and the Japanese American Experience Teacher s Guide Teacher s Guide: After Silence Civil Rights and the Japanese American Experience A 30 minute video available for purchase

Reasons for U.S. Involvement in War The United States has waged several wars throughout its history. These wars have in some ways differed drastically. For example, during the Revolutionary War, cannons

Activity Title: Ethnic Groups in World War II Areas of the museum to visit for this lesson plan: The George H.W. Bush Gallery Teacher Note: If you are bringing a large group you will want to split them

World War II 1939-1945 The failure of European nations to stop the aggression of Adolf Hitler leads to World War II, with the United States officially being drawn into the war as a result of the Japanese

Political and economic conditions in Europe and throughout the world after World War 1 led directly to World War 2: 1. The Treaty of Versailles, ending World War 1, was particularly harsh on Germany and

COMMON CORE Lessons & Activities TEACH IT TODAY! About this Book This Common Core Lessons and Activities Book allows you to immediately meet new Common Core State Standards for English Language Arts, as

CB03-FF.04SE April 10, 2003 Quotes and Radio Sound Bites i Special Edition i U.S. Armed Forces and Veterans Active Duty and Reserves 1.4 million The number of active duty men and women in the U.S. armed

P a g e 1 World War II in Europe Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Which country was the first to use the Lend-Lease Act? a. Germany c. Great

With Executive Order 9066, Franklin D. Roosevelt authorized the Secretary of War to decide what groups of people had to be relocated from areas where they might present a threat to national security. Residents

FDR AND PEARL HARBOR Almost as soon as the attacks occurred, conspiracy theorists began claiming that President Roosevelt had prior knowledge of the assault on Pearl Harbor. Others have claimed he tricked

E4 Office of the President TO MEMBERS OF THE COMMITTEE ON EDUCATIONAL POLICY: ACTION ITEM For Meeting of July 16, 2009 POWERPOINT PRESENTATION CONFERRING OF HONORARY DEGREES SUSPENSION OF BYLAW 29.1 EXECUTIVE

Lesson Plans In this unit, students study the World War II home front. After an introduction to the origins of the war, they study the effects of the war on the U.S. economy; citizen participation in the

World War II TOWARD A GLOBAL COMMUNITY (1900 PRESENT) WWII began on September 1, 1939 when Germany invaded Poland. The Germans used a strategy known as blitzkrieg (lightening war), which involved coordinated

Activity Title: Advancing Across the Pacific (Elementary and Middle Schools) Areas of the museum to visit for this lesson plan: The Admiral Nimitz Museum and the George H.W. Bush Gallery. Teacher Note:

SECTION 1 The President s Job Description President Ronald Reagan talks to U.S. troops in South Korea in 1983. Guiding Question What are the roles and qualifications of the office of the President? Use

Lesson Title: Who is James N. Yamazaki? Grade Level: 10 11 Unit of Study: World War II - Post World War II California Standards - History Social Science Grade 10 World History - 10.8.6 Students analyze

AVIATOR S FLIGHT LOG BOOK NAME: SCHOOL: GRADE: DATE: Welcome to the US Freedom Pavilion: The Boeing Center at ore than 70 years ago, the United States and its Allies fought and defeated M Germany, Japan,

Patriotic Holidays Washington s Birthday (Presidents Day) Washington s birthday honors George Washington, the first President of the United States. It is widely known as Presidents Day by organizations

1 Citizenship Study Guide 1: Welcome to America 1. Why does the flag have 50 stars? 2. What is the name of the national anthem? 3. What is the capital of the United States? 4. Who is the governor of your

Oral History Interview for Ms. Florence Finch, Ithaca, New York, 2007 (SPAR, Medal of Freedom recipient, worked in Gen. MacArthur s intel division in Philippines) Segment 1: For the Record State at the

WORLD WAR II 5-4.4: Explain the principal events related to the involvement of the United States in World War II, including campaigns in North Africa and the Mediterranean; major battles of the European

Life Interrupted: Curriculum Units for Secondary Social Studies 203 Lesson 4: Life in WWII Arkansas OVERVIEW This lesson explores daily life for various groups in Arkansas during World War II, using the

U.S. documentary & the propaganda effort in WWII U.S. 1941-1945 U.S. enters WWII after Japanese attack on Pearl Harbor Hawaii December 7, 1941 WWII brought English-language documentary together Great Britain

The Stock Market Crash of 1929, Great Depression, Dust Bowl, Franklin Roosevelt and the New Deal SS5H5: The Student will explain how the Great Depression and New Deal affected the lives of many Americans.

The Tuskegee Airmen Overview: In the 1940 s, the United States Military, like so much of the nation, was segregated. The so-called Jim Crow Laws kept blacks from entering public places such as libraries,

A GUIDE TO SOCIAL STUDIES FAIR PROJECTS This portion of the Social Studies Fair Bulletin is intended to identify key elements in a social studies project, describes how those elements should be developed,

STUDENTS INVESTIGATING PRIMARY SOURCES Thinking Through Timelines: Inching Toward Independence Why do we celebrate Independence Day? A Short Activity for Second Grade Benchmark Correlations Constitution

H C H A P T E R S I X H THE ROAD TO INDEPENDENCE Overview Chapter 6: The Road to Independence encompasses the main battles of the Texas Revolution interpreted in the story of Texas independence: Gonzales,

Franklin Delano Roosevelt The only thing we have to fear is fear itself. By: Lorin Murphy This book belongs to: Fun Facts About Franklin He was President of the United States longer than any other President.

San Diego Military Advisory Council (SDMAC) Positon Paper on the Report of the Military Compensation and Retirement Modernization Commission Background: The National Defense Authorization Act of FY2013

Q: What is the California State Military Reserve? A: The California State Military Reserve (CSMR) is the state defense force of California. The military reserve was formed to provide California a trained

Social Education 69(7), pg 385 391 2005 National Council for the Social Studies Part Documents Can Help Reinforce Behaviors (The Role that an Individual Plays in a Democracy) II Documents and Civic Duties

Memorial Day Honors Military Service and Sacrifice The last Monday in May is a national holiday. Memorial Day honors those who died in military service. But any time of year, visitors to the nation's capital

Ben W. Heineman Jr. - Ben Heineman Jr. has held top positions in government, law and business. He is the author of High Performance with High Integrity (Harvard Business Press, 2008). In Repealing 'Don't

Women in the Military Women have served in military conflicts since the American Revolution, but World War II was the first time that women served in the United States military in an official capacity.

World Book Online: The trusted, student-friendly online reference tool. World Book Student Database Name: Date: World War II: War in the Pacific World War II was the most destructive war in history. It

SOL Review World War II Part I Causes and leaders of World War I Inflation Depression Germany Unemployment 1. Political instability and economic problems in Europe: - World Wide. - High war debt owed by.

School of Communications, University of Washington Please note: Each segment in this Webisode has its own Teaching Guide Separated from the European continent by the Atlantic Ocean, President Wilson and

Why do elections matter? CAlIforNIANS wait To vote AT A polling place IN los ANgElES' venice BEACH district, NovEmBEr 4, 2008. Elections help ensure that power passes in a peaceful, orderly manner from

Major Battles of WWII The War in Europe The War in Europe The War in Europe The Big Three Roosevelt, Churchill, and Stalin decided to defeat the Nazis before turning to the Japanese Stalin wanted the Allies

IN THE UNITED STATES DISTRICT COURT FOR THE EASTERN DISTRICT OF VIRGINIA Alexandria Division UNITED STATES OF AMERICA ) ) v. ) Criminal No. 01-455-A ) ZACARIAS MOUSSAOUI, ) Defendant ) Statement of Facts

ADDRESS KEY 001 UNITED STATES SENATE NAME 002 U.S. HOUSE OF REPRESENTATIVES 003 COMMISSION SECURITY & COOPERATION IN EUROPE 006 U.S. CAPITOL POLICE+D32 010 ARCHITECT OF THE CAPITOL 015 U.S. BOTANICAL GARDEN

VETERANS AND MILITARY-CONNECTED STUDENTS About Whether you say anchors aweigh, forward march, or press on, Syracuse University speaks your language. We ve been welcoming veterans to campus since 1918 when

DEPARTMENT OF JUSTICE Immigration & Naturalization Service 100 Typical Questions 1. WHAT ARE THE COLORS OF OUR FLAG? 2. HOW MANY STARS ARE THERE IN OUR FLAG? 3. WHAT COLOR ARE THE STARS ON OUR FLAG? 4.

Re-Employment Rights and the Soldiers' and Sailors' Civil Relief Act (SSCRA) RE-EMPLOYMENT Members of the National Guard and Reserves activated for Federal Duty -- their civilian careers and activities

Chapel may have a prayer of going back home Veterans want to move it near the Vancouver site it occupied during WWII September 21, 2012 September 21, 2012 Jeff Davis, left, and Jim Wulf sit in front of

Dear Teacher, Thank you for scheduling a VIRTUAL FIELD TRIP with The National WWII Museum. We look forward to connecting with you soon. Please read the following instructions carefully to ensure a successful

Unit Lesson Plan (2 weeks) 8th Grade Social Studies Essential Question(s): How was Georgia socially, economically and politically affected by events after World War I (WWI)? Rationale: According to Georgia

Disaster Recovery in Stages Reconstructing Lyons River Corridor St Vrain Creek and North/South Tributaries No Name Horseshoe Bend Two Rivers 2013 Flooding Damages: Over $50 million in damage to the Town

Rise of ultranationalism in Japan What happened to Japan after WW1 During WWI Japan was a member or the Allied countries. Their economy was largely based on exports (selling things) to the United States

FDR Birth Announcement. Franklin Delano Roosevelt was born on January 30, 1882 to James Roosevelt and Sara Delano Roosevelt at their home in Hyde Park, New York. This whimsical birth announcement was found

WWII: The Lost Color Archives - Volumes I and II Introduction Beginning as a European confrontation and escalating into all-out international conflict, World War II is now known as the most destructive

The American Colonies Declare Independence Copy the notes in red. Write the notes in blue in your own words. The words in black are for your information. As taken from: mrkash.com/activities/independence.ppt

national archives and records administration Finding Information on Personal Participation in World War II Nearly 16 million Americans served in uniform during World War II. Many others supported the war

The Mexican War Big Idea: Balance of Power Lesson 1 Standards Lesson Topic 7.4A Identify and discuss events and conflicts in the state of Texas 7.9C Analyze the effects of geographical factors that influenced

Department of Defense INSTRUCTION NUMBER 1310.02 March 26, 2015 USD(P&R) SUBJECT: Original Appointment of Officers References: See Enclosure 1 1. PURPOSE. In accordance with the authority in DoD Directive

1 Compiled Military Service Records and Indexes National Archives Microfilm Wars and military conflicts have been part of the American scene from the Colonial Period to our present age. It is likely that

CITIZEN ADVOCACY CENTER The USA PATRIOT Act Post-9/11 Due Process LESSON PLAN AND ACTIVITIES All rights reserved. No part of this lesson plan may be reproduced in any form or by any electronic or mechanical